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Sunday, February 07, 2016

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, January 31, 2016

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, January 24, 2016

Diigo bookmarks (weekly)

  • "This is a list of bloggers, magazines and groups happy to review self-pub ELT ebooks."

    tags: blogs books groups magazines marketing promotion publication reviews self-publication

  • "In many ways writing and creating your own book is the easy part of self-publishing. The really difficult part comes when you start trying to sell it. This is especially difficult for many writers. We are writers not marketing specialists ...." (Peachey, 2015).

    tags: books marketing promotion sales

  • Message Number 1455: "from Chapter 2 – The Essentials of Assessment, in the book, Assessment Essentials: Planning, Implementing, and Improving Assessment in Higher Education, second edition, by Trudy W. Banta, Catherine A. Palomba. Published by Jossey-Bass, A Wiley Brand, One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594."

    tags: assessment continuous departments faculties formative institutions planning summative assessment

    • Although regional accrediting bodies now ask their members to have written assessment plans at the institution level, emphasis in the plans should be on the process and discussion that produce and implement the plan rather than on the document itself
    • Ideally assessment is a component of strategic planning for an institution or department and is part of any new program from the outset
    • Since assessment requires multiple methods, it is not usually necessary to implement every method immediately or even every year. A comprehensive assessment plan should have a schedule for implementing each data-gathering method at least once over a period of three to five years
    • Hersh, R.H., and Keeling, R.P. (2013

Posted from Diigo. The rest of my favorite links are here.

Tuesday, January 19, 2016

From _The Conversation_: Debunking ... myths about raising bilingual children

Debunking common myths about raising bilingual children

Mark Antoniou, Western Sydney University

By the age of two, children are typically able to say a few hundred words. My son, Alexander, was able to understand almost everything in both languages – Greek and English – but he could say only six words.

Our concerns grew as we watched younger kids overtake his speaking ability. Like many parents, we questioned if we were doing something wrong (even experts can’t escape the fear and guilt that comes with being a parent).

A number of enduring myths surround bilingualism, such as that it causes language delays and cognitive impairments.

However, research shows that raising a child bilingually does not cause language learning difficulties. Any lag in language development is temporary, so parents shouldn’t worry!

Here are some more common myths debunked:

Raising your child bilingually can cause a delay in development

Not true. In fact there are numerous advantages, such as improved executive function (mental planning), metalinguistic awareness (the ability to think about language as abstract units), mental flexibility (processing information adaptively) and creative thinking.

Bilingual children will generally meet developmental milestones within the normal range of language development, but may in some cases be towards the tail end (which was exactly the case with Alexander).

Bilingual children lag behind their peers and won’t catch up

This is a contentious issue, as there is considerable variability within bilingual children. Some children will not show any lag at all.

It has been suggested that a temporary lag may stem from having to accommodate two language systems within the same brain, but these children will catch up within a few months (note that this is not the same as a language delay).

But more research is needed to understand the exact mechanisms that are responsible.

My child will confuse the two languages

False. Although there is some controversy concerning when the languages become separated.
It was long thought that the two languages are fused at first and begin to separate when the child is around five. Recent evidence suggests that the languages may separate a lot earlier than was previously thought.

For example, bilingual children as young as 10-15 months babble differently depending on who they are interacting with (for example, English babbling sounds to the mother, and French babbling sounds to the father).

This suggests that babies are sensitive to who they are talking to from a very young age. This is probably a precursor of code-switching (when bilinguals use two languages within the same utterance).

Five tips for parents raising a child bilingually

  1. Be encouraging and patient as you would with any infant, and be aware that a bilingual child faces a tougher task than one learning only a single language.
  2. It is very important that both languages serve a functional purpose. Language is, after all, a tool for communication. If the child does not need to use the other language, they will probably stop using it. So, it is important to consistently place the child in situations that necessitate the use of both languages, and ideally with a variety of speakers. Doing so will develop robust speech categories in each language and ensure that they learn to process speech efficiently - which will aid both listening and talking.
  3. Many parents worry about the issue of balance, meaning whether a child knows both languages equally well. In the past, it was thought that in order to be truly bilingual you needed to have an equal command of both languages. I conducted a series of studies on very proficient bilinguals and observed time and again that even fluent bilinguals have a dominant language. So, there is little point stressing about a child not having a perfectly equal command of each language because the truth is almost no one does.
  4. Parents commonly become concerned when bilingual children mix their languages. Do not worry. This is a normal part of bilingual language development and not a sign of confusion. Even proficient bilinguals mix their languages.
  5. If you are concerned about your child’s language development, you should have your child assessed by a doctor and, if necessary, a speech-language pathologist. Bilingual children may present with language delays, just like any other children. If your child has a language delay, early intervention may be required to help them learn their languages.
The Conversation
Mark Antoniou, ARC Research Fellow, MARCS Institute for Brain, Behaviour and Development, Western Sydney University

This article was originally published on The Conversation. Read the original article.

[Republished with permission (http://creativecommons.org/licenses/by-nd/4.0/)]
The Conversation

Sunday, January 10, 2016

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, December 27, 2015

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, December 20, 2015

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, December 13, 2015

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, December 06, 2015

Diigo bookmarks (weekly)

  • This extract from Chapter 3, How students learn in residence halls (Blimling, 2015), focuses on various facets of situated, participatory and experiential learning potentially viable in numerous socio-cultural milieu (TP Message 1451, 2015.12.01). Blimling, Gregory S. (2015). Student learning in residence halls: What works, what doesn't, and why. San Francisco, CA: Jossey-Bass.

    tags: beliefs diversity education emotions epistemology experiential learning Gardner Howard knowledge intelligences proficiency

    • being knowledgeable and being intelligent are not the same. Being knowledgeable generally refers to having access to information and facts as well as the ability to recall them. Intelligence usually refers to a person’s ability to reason, solve problems, think critically, comprehend subject matter, use language to communicate effectively, construct relationships, employ logic, and manipulate numbers (Gardner, 1999)
    • Learning how to express emotions within a social system is knowledge acquired through social interaction governed by the rules and customs of the culture. One culture may encourage open and intense expression of emotional feelings, whereas another may see that same behavior as inappropriate. The exception is primal emotions, such as fear when confronted by a predator. Emotional expression is a matter of how much or the degree to which one expresses an emotion. Plutchik’s (1980) eight basic emotions include continuums from minimal to extreme expression:

        Trust: acceptance to admiration
        Fear: timidity to terror
        Surprise: uncertainty to amazement
        Sadness: gloominess to grief
        Disgust: dislike to loathing
        Anger: annoyance to fury
        Anticipation: interest to vigilance
        Joy: serenity to ecstasy

        Combinations of these basic emotions create other forms of expressions. For example, the combination of the emotions joy and trust produce love, while the combination of the emotions anticipation and anger produce aggression (Plutchik, 1980).
    • Experiencing diversity challenges expectations not only by increasing acceptance of different cultural, ethnic, and racial groups but also by enhancing students’ overall psychological functioning (Crisp & Turner, 2011). Pascarella (1996) reached a similar conclusion from the national study of student learning that found that diversity experiences in the first year of college had long-term positive effects on critical thinking throughout college, particularly for white students.
    • Experiential learning creates cognitive understanding and information retention through the transformative process of experience (Kolb, 1984; Kolb, Boyatzis, & Mainemelis, 1999). Siegel (2012) explains that the transformative process of learning through experience “directly shapes the [neurological] circuits responsible for such processes as memory, emotion, and self-awareness … [by] altering both the activity and the structure of the connections between neurons” (p. 9).

        Kolb (1984) outlines four stages of experiential learning: (1) concert experience; (2) reflective observations; (3) abstract conceptualization; and (4) active experimentation. Students can start anywhere in the process but return to test their understandings and modify them based on experience.
  • 20 hits on original or revised articles

    tags: citizenship digital citizenship education educational technology online resources teaching technology

  • "The mission of the Organisation for Economic Co-operation and Development (OECD) is to promote policies that will improve the economic and social well-being of people around the world."

    tags: businesses economics environment global issues governments international labo(u)r policies trends

Posted from Diigo. The rest of my favorite links are here.

Sunday, November 29, 2015

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, November 22, 2015

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, November 15, 2015

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, November 08, 2015

Diigo bookmarks (weekly)

Posted from Diigo. The rest of my favorite links are here.

Sunday, October 25, 2015

Diigo bookmarks (weekly)

  • In this article, Herrmann explains principles to guide the adoption and utilisation of technology to help meet general and specific needs of English-as-an-additional language learners.

    tags: 21st Century Skills English language learning learners learning principles teaching technology

    • Perhaps the first consideration is the instructional purpose of the lesson, and how the technology will enhance that purpose or help students to achieve the goals and objectives of the lesson.
    • Technology, as mentioned earlier, has the power to increase student knowledge and skills in various content areas. Yet another consideration that must be taken into account when working with English learners is how the technology is increasing academic language knowledge and skills. 

       

        It is critical, then, that teachers take into account not only the content goals and objectives for the lesson, but also the language goals and objectives as well as the linguistic demand of the tasks students will need to accomplish in the classroom.

    • English learners need additional instructional supports or scaffolds, including providing students with necessary background knowledge that other students may possess, using graphic organizers, pictures/visuals, demonstrations and realia, and providing redundant information and differentiated instruction based on students' language proficiency level. 

       

        When researching various technology tools, it is critical that we investigate how the tool addresses these principles.

    • The use of technology in the classroom is quickly becoming not only commonplace, but also essential for helping students gain the 21st-century skills they will need to be successful in the future.
    • when implementing technology in the classroom, an important component of instruction is to teach students how to use technology effectively and responsibly. Students may need guidance and instruction on how to use technology appropriately given the task and learning at hand, how to avoid distractions with technology, and how to effectively navigate the digital world.
    • not provided in English
    • it may be difficult to understand how to operate the electronic application system
    • grant administrators at your host institution will help you
  • This post provided "a list of links where you will be able to find royalty free and creative commons based music and sound effects" (¶1, 2015.10.21).

    tags: Creative Commons free media music resources sound effects

  • "How do you make sense of the quality of resources and evaluate their authority and appropriateness for your research?" This library guide advocates careful evaluation of the suitability, authority, and other indicators of resource quality, and provides pointers to a number of reference works and related websites.

    tags: academic writing guidelines resource evaluation resources research methods

Posted from Diigo. The rest of my favorite links are here.

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